Embodying Indigenous Relationalities with Mathematics
Bibliographic Data
| ID | 22047313 |
|---|---|
| Authors | Meixi (0000-0002-6995-9514, Minnesota Department of Education), Racquel Banaszak (University of Minnesota), George Spears (ClearWay Minnesota), Ellen J Bass (0000-0001-7553-0004, University of Minnesota), Eileen Bass (University of Minnesota), Sukanda Kongkaew (0009-0002-1285-7127, Pibulsongkram Rajabhat University), Panthiwa Theechumpa (Sukhothai Thammathirat Open University), Amornrat Pinwanna (Chiang Rai Rajabhat University), Alison Ling (Albany Molecular Research (Singapore)) |
| Year | 2025 |
| Volume | 15 |
| Issue | 11 |
| Pages | 1449 |
| Publication date | 2025-10-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15111449 |
| OpenAlex | W4415813017 |
| Language | EN |
| References cited | 38 |
Mathematical learning—understanding patterns, logic, and space—always carries ethical, relational, and political dimensions, even though these might be routinely muted at school. At the same time, Indigenous relationalities have often driven mathematics inquiry and optimization. In this paper, we highlight the co-constituted nature of Indigenous relationalities and mathematical learning and how these open up possibilities of helping us mature as humans individually and collectively. Mathematics has long been a part of practices of human maturation and the living of Indigenous relationalities. To illustrate the co-constituted nature of relationalities and mathematics, we share four stories of land-based mathematics from two urban Indigenous schools—Sahasatsuksa School in Chiang Rai, Thailand, and Nawayee Center School in Minneapolis, USA. We illuminate opportunities for human maturation and mathematics learning in four interrelated levels: (1) mathematics to cultivate a fierce love of land, (2) mathematics to regenerate unique intergenerational roles and responsibilities, (3) mathematics to learn how we are related, and (4) mathematics to better understand power in places. In conclusion, Land-based mathematics fundamentally recognizes how Land supports the systematic cultivation and transmission of mathematical knowledge and optimizes ethical learning of what it means to be human. Through these stories, we consider the power and possibility of designing mathematics education towards more relational worlds
Connected Mathematics · Everyday Mathematics · Indigenous · Indigenous Education · Philosophy of mathematics education · Reform mathematics · Indigenous and Place-Based Education · Indigenous Cultures and Socio-Education · Indigenous Health, Education, and Rights
Living Culturally Responsive Mathematics Education with/in Indigenous Communities
Mathematics Across Cultures
Indigenous Storywork
Multiple Ways of Knowing
Participatory Design Research and Educational Justice
From the Court to the Classroom
Civility and Savagery
Indigenous relationality
Community-Based Design Research
A spatial overview of the global importance of Indigenous lands for conservation
Too late for indigenous climate justice
Who is indigenous? ‘Peoplehood’ and ethnonationalist approaches to rearticulating indigenous identity
Education and ecological precarity
Candy Selling and Math Learning
Becoming Indigenous Peoples in Thailand
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
Nature-culture constructs in science learning
Muskrat theories, tobacco in the streets, and living Chicago as Indigenous land
Desettling Expectations in Science Education
Community Perspectives on Social Influences on Suicide Within a Native American Reservation
Beyond Settler Time
As We Have Always Done
Apprenticeship in Critical Ethnographic Practice
Points Ain't Everything
Making Math a Definition of the Situation
"Pedagogical "Hands and Eyes
| Highly cited | No |
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